Student Experience Outcomes in Racially Integrated Schools: Looking beyond Test Scores in Six Districts

Autor/inn/en	Schneider, Jack; Piazza, Peter; White, Rachel S.; Carey, Ashley
Titel	Student Experience Outcomes in Racially Integrated Schools: Looking beyond Test Scores in Six Districts
Quelle	In: Education and Urban Society, 54 (2022) 3, S.330-360 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Jack)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211004569
Schlagwörter	Student Experience; Outcomes of Education; Racial Integration; Social Emotional Learning; Learner Engagement; Sense of Community; Elementary Secondary Education; White Students; Minority Group Students; Massachusetts + Suchen Sie Ihr Suchwort? Studienerfahrung; Lernleistung; Schulerfolg; Rassenintegration; Master-Studiengang
Abstract	In this study, we examine eight social and emotional outcomes (e.g., student engagement, sense of belonging) analyzing differences for students who attend racially diverse schools. Drawing on survey responses from roughly 26,000 students, we find that racially diverse schools are associated with more positive social and emotional outcomes for all students. Strikingly, we find that these outcomes are most uniformly positive among white students, whose families have long represented the strongest opposition to systematic racial desegregation. In light of these results, this study has implications for educators, advocates, researchers, and policy makers during a time of renewed attention to school integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01